Mathematics and Statistics Assessment Plan

	A	B	C	D	E	F
1	Mathematics and Statistics Assessment Plan 2019-2024
2	Program and degrees offered	BA in Mathematics; BS in Mathematics
3	Program assessed in this report	BA in Mathematics (outcomes BA1, BA2, BA3); BS in Mathematics (BA1, BA2, BA3, BS1)
4	Department Chair/Program Coordinator	Nigel Pitt
5	Form Completed by	Eisso Atzema
6	Academic Year	2021-22
7	URL for published learning outcomes	https://umaine.edu/mathematics/program-learning-outcomes/
8	Outcome(s) Examined:	Data/Evidence:	Evaluation Process:	Results & Reflection	Recommendations & Planning	Impacts
9	Which program student learning outcome(s) was assessed during this reporting period?	Other than grades, what data/evidence* were used to determine that students have achieved the stated outcome(s) for the degree? Direct evidence is required; indirect evidence is optional. Provide: •type of data/evidence* •sample (include # of students sampled, which semesters, where in curriculum the outcome was assessed (in course(s), section(s) or a program requirement)	What method(s) or process(es) were used to evaluate student work? Provide: evaluation instrument expected level of student achivement of the outcome who applied the evaluation tool who interpreted the results of the assessment process	What were the results of the analysis of the assessment data? Provide: quantitative results, including a comparison of expected level of student achievement to actual level of student achievement analysis of the results including the identification of patterns of weakness or strength reflection and conclusions	Are there recommendations for change based on the results? Provide: recommendations for change(s) planned timeline for program to implement the change(s) timeline for program to assess the impact of the change(s)	What impacts have you observed in response to the changes made? Are there unintended consequences? Were the changes successful? (Note: this box is completed after changes are implemented.)
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11	BA1. Apply critical reasoning to analyze a written mathematical proof, with the ability to locate and correct logical fallacies; construct a logical argument in the form of a mathematical proof.	Writing samples were collected during Spring 2022 from MAT 261 (20 students) and MAT 425 (6 students). For BA1, the first course is at the introductory (beginning) level (I), while the second is at the building (intermediate) level (B).	For both courses, writing samples were scored and interpreted by the faculty member teaching the course using a departmentally approved rubric.	MAT 261: Since this is a course where BA1 is addressed at the introductory level, <= 30% of the students should be on the inadequate level for BA1, while >=20% should be proficient. The numbers we found were 34% and 43%, respectively with the remaining 27% scoring on the adequate level. The 34% is a little on the high side, but could be an artefact of the small number of students or the selection of the assessed questions. We did not assess any more computational questions and from the work that we did assess, it was very clear that most students can handle one line of abstract argument, but cannot easily juggle multiple arguments. Also, MAT 261 draws a fair number of math minors who are not always fully invested in the subject matter. On the positive side, the number of proficient students was unexpectedly high. MAT 425: Since this is a course where BA1 is addressed at the Building (intermediate) level, <= 20% of the students should be on the inadequate level, with >=25% at the proficent level. The percentages that we found were 17% and 48% respectively, which fits well with the thresholds set for the Building level. Not surprisingly, students' critical reasoning tended to deteriorate with more complicated lines of argument.	No recommendations for change at this time. More data is needed to see if work is needed in MAT 261 to decrease the number of students performing at the inadequate level. Also, it seems counterintuitive that a larger number of students would be at the proficient level than at the adequate level. More data is needed for that as well.	This is the first time BA1 has been assessed. We cannot report on the impact of any changes.
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